The characteristics of effective english teachers as perceived by high school teachers and students in Korea

Asia Pacific Education Review (Impact Factor: 0.47). 12/2006; 7(2):236-248. DOI: 10.1007/BF03031547

ABSTRACT This study investigated the characteristics of effective English teachers as perceived by 169 teachers and 339 students in
high school in Korea, with a self-report questionnaire consisting of three categories: English proficiency, pedagogical knowledge,
and socio-affective skills. Overall, the teachers perceived significantly different characteristics than the students in all
three categories with the teachers ranking English proficiency the highest in contrast to the students who ranked pedagogical
knowledge the highest. The student subgroups also held different perceptions of effective teaching. High achieving students
reported different characteristics than low achieving students in pedagogical knowledge and socio-affective skills, whereas
the male students demonstrated different characteristics from the female students in socio-affective skills. The findings
have implications for knowledge-based teacher education for current and prospective English teachers.

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    ABSTRACT: Building on the work of Borg (2006), this article reports on a study of Japanese English as a foreign language (EFL) learners' perceptions of some of the unique characteristics of EFL teachers that distinguish them from teachers of other subjects. The data were collected by means of a questionnaire to which 163 college-level EFL students in Japan responded. Their responses were analyzed to identify the characteristics that are exclusive to the province of EFL teachers. The results of the study indicate that these learners perceive EFL teachers to be unique along four central dimensions: the complex nature of the subject matter, the content of teaching, teaching approach, and teacher personality. The findings also suggest that the particularity of the socio-cultural and educational context may ultimately influence how EFL teachers and their work are conceptualized by learners in crucial ways. I conclude by arguing that if language teacher education is to provide a more nuanced explanation of the uniqueness of EFL teachers and teaching that may be meaningful and relevant to teachers and students working within particular contexts, the voices of all stakeholders involved in EFL education need to be included in the dialogue on what it means to be an EFL teacher.
    Tesol Journal. 03/2010; 1(1):23-48.
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    ABSTRACT: This study, conducted in a Korean university setting, examines student beliefs about the attributes of effective lecturers[1] of English as a foreign language. Student opinions about rapport and delivery type attributes are particularly informative. Rapport attributes were the major focus of discussion and viewed as particularly important in Korean university contexts where student anxiety about interacting in English often inhibits effective English language learning. Discussion about delivery attributes was generally supportive of participatory modes of instruction, but contained different views about how aggressively lecturers should enlist participation. The beliefs of Korean university students revealed in this study can, if seen as appropriate, be used by existing practitioners and teachers in training to guide instructional approaches
    Australian Journal of Teacher Education. 01/2010;
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    ABSTRACT: Over recent decades, educators have recognized the crucial importance of teaching environment and contextual factors in teaching and learning outcomes. Public and private schools are among those teaching contexts that have been in competition for teaching quality and effectiveness for many years. This study investigated the effectiveness of some English teachers in these two school contexts in a foreign language setting, Iran. Seventy-six public and private high schools in a small city in Iran were selected, and their English teachers’ performance was evaluated by an external observer and self-evaluation using a high-inference observation instrument and a questionnaire. The result of the data analysis showed that English teachers who worked in private schools were more effective teachers than their colleagues in public schools. The results also revealed that teacher effectiveness and their years of teaching experience and age were weakly but significantly related. Furthermore, it was found that teachers’ type of university degree and the location of schools (disadvantaged vs. privileged areas of the city) were not related to teachers’ effectiveness. KeywordsSchool context–Instructional behavior–English teachers–Effectiveness
    Asia Pacific Education Review 01/2011; 12(1):67-78. · 0.47 Impact Factor


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